INSET DepEd Order 31 s2022.pptx villaverde

deped order

1. School-Based INSET of Teachers on DepEd Policies and Programs DepEd Order 31, s. 2022

2. GUESS THE WORD ________ refers to an educational institution, private and public, undertaking educational operation with a specific age-group of pupils or students pursuing defined studies at defined levels, receiving instruction from teachers, usually located in a building or a group of buildings (R.A. No. 9155, Section 4 (1)) Answer: SCHOOL

3. GUESS THE WORD ________ refers to a program of instruction intended to meet the basic learning needs which provide foundation on which subsequent learning can be based. It encompasses kindergarten, elementary and secondary education learners, including those with diabilities , as well as ALS (R.A. No. 11510 & 10533) Answer: BASIC EDUCATION

4. GUESS THE WORD ________ refers to an individual, regardless of age, sex, gender, disability, ethnicity, cultures, and religion, enrolled in basic education to enhance his/her knowledge, skills and values to improve the quality of his/her life and to develop his/her potentials (DO #44 s. 2021, par. III) Answer: LEARNER

5. GUESS THE WORD ________ refers to any person below eighteen (18) years of age and those 18 years of age or over but are unable to fully take care of themselves or protect themselves from abuse, neglect, cruelty, exploitation or discrimination because of a physical or mental disability or condition (R. A. # 7610, section 3(a)) Answer: CHILD / CHILDREN

6. GUESS THE WORD ________ refers to a set of ideas or plans that is used as a basis for making decisions, especially in a politics, economics or other sectors. Answer: POLICY

7. DepEd Order No. 31, s. 2022

8. PART I. RATIONALE A rights-based approach to development is based on the tenet that each human being, by virtue of being human, is a holder of rights. It integrates norms, standards, and principles of national and international human rights into the entire process of development programming, including plans, strategies, and policies. These rights have corresponding duties or obligations on the part of the government to respect, protect, fulfill, and promote them. In the Philippines, the legal and normative nature of rights and the corresponding duties of government are based on constitutional and other domestic laws, international human rights treaties, and other legal standards.

9. Rights-Based Education- DepEd is firmly supported by the legal landscape of basic education in the Philippines, which clearly shows the anchor of basic education on rights and obligations, beginning with the 1987 Constitution as the highest law of the land and sacred covenant of the Filipino people.

10. The Department, as a duty-bearer, is mandated to exert every effort to uphold the education rights of children and promote their welfare, and enhance their opportunities for a useful and happy life (RA. No. 7610 [1992], Section 2; Presidential Decree 603 [1974], Article 1). The best interest of children shall be the paramount and primary consideration of the Department in all actions concerning children.

11. The establishment and strengthening of the rights-based education framework in basic education is thus not only a policy choice, but an embodiment of the firm commitment and strong resolve of the Department, as a duty-bearer, to respect, protect, fulfill, and promote the rights of the child in the context of basic education . Such a framework for basic education, which upholds the rights of the child to education and the rights of the child in education on the basis of legal obligations corresponding to the rights of the child, is a rights-based education

12. Evidence-based studies show that in basic education schools adopting a rights-based approach to education, a positive school climate or learning environment is promoted, and the approach has resulted in the improvement of the learners' self-esteem and well-being, behavior and relationships which reduced bullying and increased school attendance, attitudes toward diversity and support for global justice, and engagement in discussing, planning and reviewing their own learning .

13. Thus, by creating a positive and rights-upholding school climate and culture where learners are respected and their safety and well-being are promoted, learners' experience of basic education become more holistic and nurturing, and educators can more effectively support teaching and learning for all learners. This kind of school and learning center nurtures happy, well-rounded, and smart learners .

14. PART II. LEGAL BASIS 1987 Constitution - "State recognizes the vital role of the youth in nation-building and shall promote and protect their physical, moral, spiritual, intellectual, and social well-being" and "shall inculcate in the youth patriotism and nationalism, and encourage their involvement in public and civic affairs."

15. R.A . No. 9155 or the Governance of Basic Education Act provides that the Department is ''vested with authority, accountability and responsibility for ensuring access to, promoting equity in, and improving the quality of basic education"

16. R.A . No. 10533 or the Enhanced Basic Education Act of 2013 states that basic education, which includes one (1) year of kindergarten, six (6) years of elementary education, and six (6) years of secondary education, is compulsory.

17. Executive Order No. 292 or the Adminstative Code of 1987, mandating the State to "protect and promote the right of all citizens to quality education at all levels"

18. P.D. No. 603 or The Child and Youth Welfare Code recognizes the right of every child "to an education commensurate with his abilities and to the development of his skills for the improvement of his capacity for service to himself and to his fellowmen."

19. Batas Pambansa Blg . 232 or the Education Act of 1982, mandates the State to promote the right of every individual to relevant quality education, regardless of sex, age, creed, socio-economic status, physical and mental conditions, racial or ethnic origin, political or other affiliation.

20. R.A. No. 11510 or the Alternative Learning Systems Act declares the State policy to "promote the right of all citizens to quality education at all levels and take the appropriate steps to make such education accessible to all. The State shall likewise give the highest priority to the enactment of measures that promote human development and the acceleration of social progress, thereby reducing social, economic and political inequalities."

21. RA. No. 7277 or the Magna Carta for Persons with Disabilities, as amended by RA. No. 9442, states that persons with disabilities are part of Philippine society, thus the State shall give full support to the improvement of the total well-being of persons and their integration into the mainstream of society.

22. RA. No. 7610 or the Special Protection of Children Against Abuse, Exploitation and Discrimination Act declares the State policy "to provide special protection to children from all forms of abuse, neglect, cruelty, exploitation, and discrimination and other conditions, prejudicial to their development; provide sanctions for their commission and carry out a program for prevention, and deterrence of, and crisis intervention in situations of child abuse, exploitation, and discrimination ."

23. RA. No. 10627 or An Act Requiring All Elementary and Secondary Schools to Adopt Policies to Prevent and Address the Acts of Bullying in their Institutions directs all elementary and secondary schools to adopt policies to address the existence of bullying in their respective institutions.

24. RA. No. 11188 or the Special Protection of Children in Situations of Armed Conflict Act provides for the State policy "to provide special protection to children in situations of armed conflict from all forms of abuse, violence, neglect, cruelty, discrimination, and other conditions prejudicial to their development, taking into consideration their gender, cultural, ethnic, and religious background."

25. RA. No. 11313 or the Safe Spaces Act provides that it is a State policy "to value the dignity of every human person and guarantee full respect for human rights. It is likewise the policy of the State to recognize the role of women in nation-building and ensure the fundamental equality before the law of women and men. The State also recognizes that both men and women must have equality, security and safety not only in private, but also on the streets, public spaces, online, workplaces and educational and training institutions."

26. The Committee on the Rights of a Child (CRC) provides for specific rights of children, which are relevant to the context of education. The rights to education include the following:   The right of the child to access education (Article 28) The right to quality of education (aims of education) (Article 29)

27. The rights in education include the following: The right to life, survival and development (Article 6) The right to express their views freely in all matters affecting the child, and for those views to be given due weight in accordance with the age and maturity of the child (Article 12(1)) The right to be heard in any judicial or administrative proceedings affecting the child, either directly, or through a representative or an appropriate body, in a manner consistent with the procedural rules of national law (Article 12(2)) The right to freedom of expression (Article 13 )

28. The right to freedom of thought, conscience and religion ( Article 14 ) The right to freedom of association and to freedom of peaceful assembly (Article 15) The right to privacy (Article 16) The right to access to information from a diversity of national and international sources (Article 17) The right to protection (Article 19) The right to special protection and assistance, and to alternative care (Article 20) Rights related to seeking refugee status (Article 22) The right of mentally or physically disabled children to special care (Article 23)

29. The right to the enjoyment of the highest attainable standard of health (Article 24) The right to a standard of living adequate for the child's physical, mental, spiritual, moral and social development (Article 27) The right of a child belonging to a minority to enjor his or her culture, to profess and practice his or her own religion, or to use his or her own language (Article 30)

30. The right to rest and leisure, to engage in play and recreational activities, and to participate freely in cultural life and the arts (Article 31) The right to be protected from economic exploitation (Article 32) The right to be protected fro illegal drugs (Article 34) The right to be protected from all forms of sexual abuse and exploitation (Article 34) The right to be protected from abduction, sale or traffic (Article 35) and other forms of exploitation (Article 36)

31. The right not to be subjected to cruel, inhuman or degrading treatment, and arbitrary detention (Article 37) The rights related to armed conflict and international humanitarian law (Article 38) The right of children victims to physical and psychological recovery and social reintegration (Article 39) The rights of children alleged as, accused of, or recognized as having infringed penal law (Article 40)

32. PART III. SCOPE This policy provides the overall framework for realizing the rights of children in, and through, the Department. The Department shall respect, protect, fulfill, and promote all child rights to and in education pursuant to its legal obligations under the 1987 Constitution, other domestic laws and rules, and international law, primarily the CRC .

33. This policy shall be observed by all governance levels of the Department in the Central Office, Regional Offices, Schools Division Offices, public schools, and community learning centers, and stakeholders working with the Department. Private schools are highly encouraged to adopt and implement this policy on the RBE framework and align it with their plans, programs, activities, and processes .

34. DENNIS B. HALLAZGO Teacher III